開催日 | 2010年5月22日 |
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香港と日本で手話研究の第一線で活躍中の研究者を招き、以下のよ
うにシンポジウムを開催します。発表はそれぞれ、日本手話、日本
語、英語に通訳されます。事前申し込みは不要です。みなさまのご
来場をお待ちしています。
日時: 2011年5月22日(日)13時より17時30分まで
会場: 東京大学・本郷キャンパス法文2号館1番大教室
(http://www.u-tokyo.ac.jp/campusmap/cam01_01_02_j.html
をご覧ください。)
プログラム
開会のことば
中地義和(東京大学大学院人文社会系研究科長)
[第1部]香港中文大学におけるアジア・太平洋地域手話言語学研究教育プロ
グラムの紹介
グラディス・タン,ジェームズ・ウッドワード(香港中文大学)
[第2部]講演
「東南アジアの手話における主語・目的語・動詞の語順」
ジェームズ・ウッドワード(香港中文大学)
「日本手話の使役・移動・知覚の諸構文と類像性」
市田泰弘(国立障害者リハビリテーションセンター)
「ろう児の第一言語としての日本手話理解力の評価 —ろう者の成
人及び聴者の成人(第二言語話者)との比較から—」
赤堀仁美(明晴学園)
「ろう教育における手話言語研究の意義」
グラディス・タン(香港中文大学)
討論
閉会のことば
澁谷智子(日本手話学会会長)
主催:東京大学文学部言語学研究室,
香港中文大学語言学及現代語言系,
日本財団
後援:日本手話学会
問い合わせ先:言語学研究室 (hayasi@L.u-tokyo.ac.jp)
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Announcement of an International Symposium
The Department of Linguistics, University of Tokyo and the Department of
Linguistics and Modern Languages, the Chinese University of Hong Kong will
jointly host an international symposium on “Sign Language Research in Asia”.
All are invited and no application is necessary in advance. Translation
into the Japanese Sign Language, Japanese, and English will be available
at the symposium.
Date and Time: 13:00 – 17:30, Sunday, May 22, 2011
Venue: Hall 1 in the Faculty of Letters, Hongo Campus, University of Tokyo
(Please visit http://www.u-tokyo.ac.jp/campusmap/cam01_01_02_j.html
for the location of the venue.)
Program
Opening Remarks
Yoshikazu Nakaji (Dean of the Faculty of Letters, University of Tokyo)
[Part 1] Introduction to the Asia Pacific Sign Linguistics Research and Training
Program (APSL) at the Chinese University of Hong Kong
Gladys Tang and James Woodward (Chinese University of Hong Kong)
[Part 2] Invited Talks
“Word order of subjects, objects and verbs in selected Southeast Asian Sign
Languages”
James Woodward (Chinese University of Hong Kong)
“Iconicity in the Japanese Sign Language constructions of causation,
motion and perception”
Yasuhiro Ichida (National Rehabilitation Center for Persons with
Disabilities).
“Assessment of Japanese Sign Language comprehension by Deaf children as
their first language: by comparing with Deaf adults and hearing adults
who learned Japanese Sign Language”
Hitomi Akahori (Meisei Gakuen School for the Deaf)
“Implications of sign linguistics research on Deaf education”
Gladys Tang (Chinese University of Hong Kong)
Discussion
Closing Remarks
Tomoko Shibuya (President, Japanese Association of Sign Linguistics)
Organizers:
Department of Linguistics, University of Tokyo
The Department of Linguistics and Modern Languages, the Chinese University of Hong Kong
The Nippon Foundation
Supported by the Japanese Association of Sign Linguistics
Enquiries: Department of Linguistics (hayasi@L.u-tokyo.ac.jp)
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発表要旨 Abstracts
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Word order of subjects, objects and verbs in selected Southeast Asian
Sign Languages
James Woodward
Co-Director, Centre for Sign Linguistics and Deaf Studies,
The Chinese University of Hong Kong
Regional Manager, Asia Pacific Sign Linguistics Research and Training Program
(Funded by the Nippon Foundation, Japan)
Abstract
Abstract
Southeast Asia is linguistically rich in sign languages, with many countries
in the region having more than one sign language. Using data from 3 sign
languages in Thailand (Original Bangkok Sign Language, Original Chiangmai Sign
Language, and Modern Thai Sign Language); 2 sign languages in Viet Nam
(Ha Noi Sign Language, and Ho Chi Minh City Sign Language), as well as
Cambodian Sign Language, this paper will discuss word order of subjects,
objects and verbs in these sign languages, presenting evidence that while
these sign languages can exhibit SOV, SO1VO2, SVO, and VOS word orders,
each of the sign languages has very strict constraints determining which of
these word orders can occur. Examples taken from each of the sign languages will
show that:
1) Subject Object Verb word order is normal
a) for statements in which the Object is a single noun,
b) for Yes/No Questions in which the Object is a single noun.
2) Subject Object Verb word order can occur
a) in statements in which the Object has a Noun Head and Modifiers
and there is no Object Incorporation.
b) in Yes/No Questions in which the Object has a Noun Head and Modifiers
and there is no Object Incorporation.
3) Subject Object1 Verb Object2 word order is normal
a) for statements in which the Object is has a Noun Head and Modifiers
and the Verb has Object Incorporation,
b) for Yes/No Questions in which the Object has a Noun Head and Modifiers
and the Verb has Object Incorporation,
c) for WH-Questions in which the Object has a Noun Head and a
WH-Question word.
4) Subject Object1 Verb Object2 word order can occur
a) in statements in which the Object has a Noun Head and Modifiers
and there is no Object Incorporation.
b) in Yes/No Questions in which the Object has a Noun Head and Modifiers
and there is no Object Incorporation.
5) Subject Verb Object is normal
a) for WH-Questions in which the Object is a WH-Question word.
6) Object Verb Subject word order is normal
a) for WH-Questions in which the Subject contains a WH-Question word.
In conclusion, the paper will demonstrate that all of the word orders and
constraints discussed are not related to constructions in spoken languages
used in the larger communities (Thai, Vietnamese, and Khmer).
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ろう児の第一言語としての日本手話理解力の評価―ろう者の成人及び聴者の成人
(第二言語話者)との比較から―
赤堀仁美
明晴学園
概要
明晴学園では、ろう児の第一言語としての日本手話の理解力を評価するために
パソコンを利用したゲーム感覚の動画を用いた評価法(手話クイズ)を開発し
た。問題は全部で50問あり、語彙、CL(名詞および動詞)、人称を表す指差し、
NMS(副詞、従属節を導くうなずき)、手話語彙につく独特の口型および対話形式
で正しいやりとりを選ばせる等の課題が含まれている。
小学3年生から中学1年生までの18人を対象とした結果をろう者の成人(42名)
及び聴者の成人(第二言語話者)(20名)と比較した結果を報告する。
Assessment of JSL comprehension by Deaf children as their first language
-by comparing with Deaf adults and hearing adults who learned JSL
as a second language-
Hitomi Akahori
Meisei Gakuen School for the Deaf
Abstract
In Meisei Gakuen School for the Deaf, we developed computer game type quizzes
to assess Deaf children’s JSL comprehension as their first language.
There are 50 questions and multiple choices presented by JSL, covering JSL
specific lexicon (no equivalent in Japanese), Classifiers (nouns and verbs),
pointing to references, NMs (adverbs and head-movement to introduce
subordinate clauses), mouth gestures, and construction of cohesive dialogue.
I report on the results of 18 Meisei pupils from Grade 3 to Grade 7
(roughly age 9 to 13), 42 Deaf adults (native signers), and 20 hearing adults
(second language learner).
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Implications of sign linguistics research on Deaf education
Gladys Tang
Director, Centre for Sign Linguistics and Deaf Studies,
The Chinese University of Hong Kong
Principal Investigator, Asia Pacific Sign Linguistics Research and
Training Program (Funded by the Nippon Foundation, Japan)
Abstract
Research into the linguistic properties of sign language has been burgeoning
for the past four to five decades, to the extent that researchers have gradually
come to grasp with how signs are composed at the word, phrase and clause level.
Since the days of William Stokoe, advancement in sign language phonology
research has covered not only analysis of segments like handshape, location,
and movement, but also certain non-manuals for their potentially lexical and
grammatical functions. The study of morphology and syntax has attracted much
interest among sign language researchers, with results showing that many sign
languages share a similar taxonomy of verbs – plan, agreeing and classifier
verbs – with verbal properties giving rise to an array of morphological and
syntactic structures. Spinning off from this core linguistic research is
investigation into the sociolinguistics of sign language as well as the search
for Deaf villages for purpose of addressing the question of language evolution.
Interestingly, language evolution to some extent has to be discussed in
the context of language acquisition, which sets the ultimate goal of
theoretical linguistics – the search for language representation in the
human mind. Compared to core sign linguistics research, sign language acquisition
research has received less attention. The heavily interdisciplinary demand of
this line of inquiry is one reason; another reason is our inadequate
understanding of the linguistic properties of the adult sign language grammar,
hence making the comparison between child grammar and the target adult grammar
difficult if not impossible. Yet, decades of findings from the different
strands of sign linguistics research have begun to justify an earlier call
for deaf children having every right to become a bilingual in a signed and
spoken language (Grosjean 1999), in recent terminology “Sign Bilingualism”.
This proposal is built upon the assumption that sign language can partner
with spoken language in supporting the language, cognitive and social-
psychological development, as well as education, of Deaf people. In fact,
the growing prominence of sign linguistics research has led to a public
apology to the Deaf community worldwide staged by the committee of
the 2010’ International Congress on the Education of the Deaf for having
deprived Deaf people of access to sign language and deaf teachers in deaf
education for 130 years. This apology was accompanied with a landmark
decision to restore sign language and deaf teachers in deaf education
in whichever educational setting where this need is called for.
In Asia, the paradigm of Sign Bilingualism in deaf education that is based
on sign linguistics research is emerging very slowly, due to a lack of
expertise in sign linguistics, especially sign language acquisition research.
As such, it fails to inject evidential value into promoting this alternative
model of deaf education. Obviously, the sprouting of sign bilingual programs
in some countries like Japan, Vietnam, China & Hong Kong in recent years
signals an increasing pressure on developing sign linguistics research to
support deaf education in the region. It also necessitates the call for
documenting sign languages in Asia through compiling dictionaries and
reference grammar books, constructing sign language corpora, and providing
professional training in sign linguistics and deaf education research for
both Deaf and hearing individuals committed to this field of development.
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